Workshop 7: Lesson Development, Pilot Test and Learning Community Collaboration
In this facilitated online workshop, you will develop and implement your inquiry-based lessons for your classrooms.
You will gain feedback and sharing your learning with other teachers, K-12 and university faculty, and project staff in the online Science Learning Community (SLC) environment.
In this workshop you will complete Stage 3 activities by using existing web-based resources of applications combined with their learning from the lab course and online workshops. You are encouraged to use the lesson plan you created for the lab course as the basis of your curriculum for this Stage 3 Activity lesson.
This lesson is the Stage 3 Activity. It can expand on the Stage 1 and Stage 2 Activities. The goal here is to incorporate the Web 2.0 skills and activities you have learned about during Workshop 1 to Workshop 6 into your lesson plan in order to create a online lesson that is rich in science content and Web 2.0 digital content.
Your curriculum plan will be built into an online lesson format (a webquest) which you, and other teachers, will be able to access for future classroom use! Your TRITEC Directors will see to the webquest creation for you.
NOTE -- LESSONS MUST BE COMPLETED BY AUGUST 16, 2013.
Learn about parts of a lesson through the lesson plan template.
Post and respond about parts of a lesson.
Draft your lesson plan on your Teacher Page.
Review another SLC participant's lesson template and post a response.
Check the responses on your lesson.
Complete the lesson completion form to alert us that your lesson template is ready to be built as a webquest.
Get ready for share in Workshop 8, the Callback meeting. See the Workshop 8 page for more information and for items to complete before the Callback meeting!
Objectives
In this Workshop you will gain the following objectives:
Content Objectives
Understand the parts of a lesson designed for understanding.
Examine sample lesson.
Connect Stage 1 and Stage 2 Activities to final Stage 3 lesson design.
Tech Objectives
Incorporate learning from previous workshops into final lesson template design.
See how written curriculum can become a webquest.
Process
Step 1:
(7.1) Read "Parts of a Lesson" below.
Look at a sample lesson. One is listed below. Additional links to other one-page webquests and information about webquests also are below in "Examples of Webquests."
(7.2) Post to the Discussion Tab any questions you have and respond to one other person's questions.
Check later to see if you have any responses.
Step 2:
Review your course materials and your work on previous Workshops.
As you review the materials, ask yourself:
What have been your Stage 1 and Stage 2 activities?
What do you want your students learn during a 2-3 class period lesson?
Brainstorm and draft your lesson plan.
Step 3:
A Teacher Page, with Workshop 7-- Lesson Plan Template section, has been created for you to enter the parts of your lesson. This teacher page is accessible via the navigation bar on the left hand side of the page. To find your individual teacher lesson page, click on your name or picture.
(7.3) Once you have arrived on your teacher page, notice that a template has been created on your Teacher page. This template has all of the necessary sections for creating your lesson. It was placed at the bottom of your Teacher Page at the start of this course. If you have filled it in during other workshops, simply cut and paste the parts of the lesson for your Lesson Plan for this workshop (WS7) as you need to onto your Teacher Page. The parts are the same as the "Parts of the Lesson" listed below. Please read the "Parts of the Lesson." Edit your Teacher Page to include all parts of the lesson and your answers/instructions for each part.
As you complete the lesson, add any links and/or widgets that your lesson will need.
See Workshop 2 or Wikispaces Help for more about widgets.
The completed product is your curriculum design; it is the Stage 3 Activity.
Step 4:
(7.4) Post to the Discussion Tab on this page (Workshop 7) a brief description of your lesson.
Add a link to your Teacher Page to your posting to help others reach your page easily.
In the subject line of your posting, list your lesson title and the term "Ready" (i.e., "Water Cycle Wonders Ready").
Step 5:
Read another teacher's lesson.
(7.5)Post a reply to the other teacher's lesson posting with a comment about their lessons strengths and at least one question that would help them clarify a part of their lesson.
Be ready to share the results of your teaching and learning at the Callback Session (Workshop 8) on September, 2013..
As you write your lesson, use the Parts of a Lesson template on your Teacher Page. The Parts of a Lesson are described below. PARTS OF A LESSON
1. INTRODUCTION
Start with an introduction. With the student as the intended audience write a short, overview paragraph of your physics lesson. Also include the pivotal Essential Question around which the entire lesson is focused. This essential question will help your students achieve your learning goal by focusing them on the objective of your inquiry lesson. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet,” etc.) then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember, the purpose of the introduction is to both prepare and hook the reader.
2. TASK
Next, describe clearly and concisely the goal of the task or activity through which students will process and transform the information that they have gathered. The goal of the task could be to:
solve a problem or mystery
formulate and defend a position;
design a product;
analyze a complex situation or issue;
articulate a personal insight;
create a summary;
craft a persuasive message or journal account;
produce a creative work.
If students are required to use a specific tool(s) (e.g., PowerPoint, the Web, video) to complete a task, mention it here.
Remember, the purpose of the task is to describe the end result of student activities only.
3. PROCESS
You will then list the steps (the learning experiences/activities) required for learners to complete the task successfully. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this is addressed to the student, however, so describe the steps using the second person, as follows:
First you'll be assigned to a team of 3 students...
Once you've picked a role to play....
Now watch this demonstration....
... and so on
Using the 7E's would be helpful in structuring your lesson. Think about what you have learned in the lab course. How can you incorporate the 7E's of inquiry learning into the process of the lesson?
Learners (your students) will access the primary and secondary source documents and any on-line resources that you've identified as they work their way through the lesson. Describe the activity or activities you will use for students to analyze the primary and secondary source documents in your lesson. You may have a set of links that everyone investigates as a way of developing background information, or not. If you break learners into groups, embed the links that each group will explore within the description of that stage of the lesson. For an example see our previous workshops where the resources were grouped by grade level.
You might also provide some guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to assist in analyzing the documents and information, or things to notice or think about. If you have identified or prepared guide documents that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), include them here (they will be converted into PDF documents and linked to this section in your lesson webquest by a TRITEC Director).
4. CONCLUSION
In conclusion write a couple of sentences (addressed to the student) that summarize what students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking beyond this lesson.
5. EVALUATION / ASSESSMENT
Include a copy of the rubric you will use to assess student work.
A rubric gives the criteria for their performance in advance of the assessment. It describes the task or goal to be assessed and it describes each level of performance for that task/goal. A rubric usually has a column for listing the performance items to be assessed ("Students will be able to...") and a column for each of the potential levels of performance for each task, with a description of performance at that level ("Strong," "Good," "Adequate," "Inadequate"). Usually there is a final column for noting the level of performance or assigning numeric value to the performance.
A sample rubric table with one assessment item would look like this:
Students will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Use rubrics in evaluation
Fully complete all columns of the rubric;
Coordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Fills in all columns.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Fills in some columns.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
Incomplete
or no
rubric.
To create your own rubric on your Wiki page, try inserting a "Table" (on the Tool bar when you are in Editing mode).
For more information about creating rubrics, click here.
6. RESOURCES
Finally, describe the resources/materials needed to implement this lesson. Some of the possibilities might include:
Worksheets/handouts used in the lesson
Class sets of books
Specific reference material in the classroom or school library
Video or audio materials
E-mail accounts for all students
Specific software
Specific hardware (what kind? how many?)
Specific websites
Describe also the human resources needed. For example: How many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? with a university partner or a museum, national historic site, or other entity? Is a field trip designed as part of the lesson?
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.
7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
Your name:
Lesson Title:
State Standards:
Lesson Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Resources: (Please make sure that all digital media is linked and attributed!)
Teacher Notes:
Questions or Problems?
We will be facilitating the discussion.
If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.org
Integrating Sciences through Energy
(5 hours) facilitated onlineWorkshop 7: Lesson Development, Pilot Test and Learning Community Collaboration
In this facilitated online workshop, you will develop and implement your inquiry-based lessons for your classrooms.
You will gain feedback and sharing your learning with other teachers, K-12 and university faculty, and project staff in the online Science Learning Community (SLC) environment.
In this workshop you will complete Stage 3 activities by using existing web-based resources of applications combined with their learning from the lab course and online workshops. You are encouraged to use the lesson plan you created for the lab course as the basis of your curriculum for this Stage 3 Activity lesson.
This lesson is the Stage 3 Activity. It can expand on the Stage 1 and Stage 2 Activities. The goal here is to incorporate the Web 2.0 skills and activities you have learned about during Workshop 1 to Workshop 6 into your lesson plan in order to create a online lesson that is rich in science content and Web 2.0 digital content.
Your curriculum plan will be built into an online lesson format (a webquest) which you, and other teachers, will be able to access for future classroom use! Your TRITEC Directors will see to the webquest creation for you.
NOTE -- LESSONS MUST BE COMPLETED BY AUGUST 16, 2013.
Downloadable version of checklist.
Checklist for this Workshop:
Objectives
In this Workshop you will gain the following objectives:
Content Objectives
Tech Objectives
Process
As you write your lesson, use the Parts of a Lesson template on your Teacher Page. The Parts of a Lesson are described below.
PARTS OF A LESSON
1. INTRODUCTION
Start with an introduction. With the student as the intended audience write a short, overview paragraph of your physics lesson. Also include the pivotal Essential Question around which the entire lesson is focused. This essential question will help your students achieve your learning goal by focusing them on the objective of your inquiry lesson. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet,” etc.) then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember, the purpose of the introduction is to both prepare and hook the reader.2. TASK
Next, describe clearly and concisely the goal of the task or activity through which students will process and transform the information that they have gathered. The goal of the task could be to:- solve a problem or mystery
- formulate and defend a position;
- design a product;
- analyze a complex situation or issue;
- articulate a personal insight;
- create a summary;
- craft a persuasive message or journal account;
- produce a creative work.
If students are required to use a specific tool(s) (e.g., PowerPoint, the Web, video) to complete a task, mention it here.Remember, the purpose of the task is to describe the end result of student activities only.
3. PROCESS
You will then list the steps (the learning experiences/activities) required for learners to complete the task successfully. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this is addressed to the student, however, so describe the steps using the second person, as follows:Using the 7E's would be helpful in structuring your lesson. Think about what you have learned in the lab course. How can you incorporate the 7E's of inquiry learning into the process of the lesson?
Learners (your students) will access the primary and secondary source documents and any on-line resources that you've identified as they work their way through the lesson. Describe the activity or activities you will use for students to analyze the primary and secondary source documents in your lesson. You may have a set of links that everyone investigates as a way of developing background information, or not. If you break learners into groups, embed the links that each group will explore within the description of that stage of the lesson. For an example see our previous workshops where the resources were grouped by grade level.
You might also provide some guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to assist in analyzing the documents and information, or things to notice or think about. If you have identified or prepared guide documents that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), include them here (they will be converted into PDF documents and linked to this section in your lesson webquest by a TRITEC Director).
4. CONCLUSION
In conclusion write a couple of sentences (addressed to the student) that summarize what students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking beyond this lesson.5. EVALUATION / ASSESSMENT
Include a copy of the rubric you will use to assess student work.A rubric gives the criteria for their performance in advance of the assessment. It describes the task or goal to be assessed and it describes each level of performance for that task/goal. A rubric usually has a column for listing the performance items to be assessed ("Students will be able to...") and a column for each of the potential levels of performance for each task, with a description of performance at that level ("Strong," "Good," "Adequate," "Inadequate"). Usually there is a final column for noting the level of performance or assigning numeric value to the performance.
A sample rubric table with one assessment item would look like this:
Coordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
or no
rubric.
To create your own rubric on your Wiki page, try inserting a "Table" (on the Tool bar when you are in Editing mode).
For more information about creating rubrics, click here.
6. RESOURCES
Finally, describe the resources/materials needed to implement this lesson. Some of the possibilities might include:Describe also the human resources needed. For example: How many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? with a university partner or a museum, national historic site, or other entity? Is a field trip designed as part of the lesson?
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Printable Lesson Plan Template
Examples of Lessons
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
For additional examples of webquests that look more like Wiki pages try these links:
Guilford Science
http://its.guilford.k12.nc.us/webquests/science.html.
Southern Illinois University Science Workshops
http://tqe.siu.edu/webquest/html/science.html
MiddleSchool.Net Science Webquests
http://www.middleschool.net/less_tut/webquests/sciwq.htm
What is a Webquest? Here's an explanation from WebQuest.Org: What is Webquest.
They have a video on YouTube as well.
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.
7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
Your name:
Lesson Title:
State Standards:
Lesson Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes:
Questions or Problems?
We will be facilitating the discussion.If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.org